I feel like every second post I see at the moment is about AI in education, so I'm wary of adding to that number. But I've managed to find the words to explain what bothers me about general training on AI. Two-minute read.
#edchatie
linguisticket.wordpress.com/2026/03/05/a...
Whether it's Philosophy or AI, there are merits to having students learn almost anything. However, promoting its merits is not enough. It must be balanced with an acknowledgment of what will be lost - and, in my view, therein lies the true debate.
www.irishtimes.com/opinion/2026...
What's less easy, but promotes a more constructive (and, dare I say it, a more philosophical) discussion, is to also share opinion on what should be replaced by the introduction of the new subject. It's a zero sum game. There are only so many hours in the school day and they are all being used.
I think it's always important to discuss what subjects are offered as part of the school curriculum.
But it's relatively easy to say that a subject should be made available to students. I could argue for almost anything to be on the curriculum and, chances are, someone would agree with me.
Thanks for sharing this, Emma. A fascinating listen.
Reading Radical Candor and I like this quoted phrase from John Stuart Mills:
"...(his) errors are corrigible. He is capable of rectifying his mistakes through discussion and experience. Not by experience alone."
As teachers, just 'practising' teaching won't make us better at teaching.
#edchatie
Ah ok. I figured that given that the current role plays have run since 2021, then 'early' release wouldn't be an issue. Thanks for responding, Ciara.
Leaving Cert. Sorry, should have specified Irish MFL teachers.
Any MFL teachers know what the situation is with the LC Spanish role plays for the 2026 cohort? #edchatie
I can't speak for those in more specialist provision, but for those in mainstream looking to improve their instruction to support all learners, I think Rosenshine's Principles of Instruction is a good place to start.
Absolutely agree. I think it's especially important to look at whole-class instruction if intervention would take a student away from other areas of the curriculum. #edchatie
Apologies if I've missed an article of yours where you have been clearer - I appreciate it's not always easy to get full message across on limited characters. If it would better answer my query, would you mind linking an article of yours where you have been able to explain this more clearly?
That's my question - "understand AI"...with a view to, what? Understanding AI so as to maybe use it as a T&L tool is different to understanding AI so as to better deliver a 'stay safe' module in SPHE. Thus, training for each of those would be different. Why mandate without specificity?
Regarding no. 2, I don't think it's clear exactly for what reason the advisory council (& previously yourself, Patrick) recommend mandatory AI training. Is it to enhance T&L? To better safeguard students? To deliver AI Literacy as a curriculum component? Would be helpful if this were clarified.
It got me thinking about how it's not the listening track or task itself that is the issue, but rather the issue is how we, as teachers, respond to student answers. Similar to Dylan Wiliam's view that an assessment is not formative/summative until we decide what to do with it.
Really good, thought-provoking post. Well worth languages teachers taking a moment to read.
And this one, I'd argue, demonstrates that using generative AI for lesson planning may well harm teachers' development of their practice.
While this piece probably resonates more with those who, like me, lean away from AI use, this is absolutely worth reading.
Two paragraphs jumped out at me. This paragraph sums up just how problematic it could be to allow AI use in assessments. #edchatie
I think we need to seek ways of maintaining the PD up to the point of seeing change in the classroom, rather than up to the end of the PD session itself. Unfortunately, too much PD is evaluated through feedback forms rather than through impact on teaching (and learning).
Thanks Dara.
Yeah, I agree, I think a context-specific debate, or even just a discussion, is sorely needed.
A short (2-minute) thought piece recognising the increase in discussions around AI use, and what that may mean for how we evaluate whether to use it in the classroom and make decisions on PD. Would welcome any response. #edchatie
linguisticket.wordpress.com/2024/12/11/a...
One of my favourite Do Nows, especially for encouraging students to analyse. Mini-whiteboards when asking for answers uncovers which students have each misconception. Questions like "Why do you think 'B' is wrong, Tom" reveals the thinking behind the misconception. #MFLBlueSky #edchatie
This is an excellent piece for visualising the inherent inequity of home-based assessments. It also, I think, exemplifies how the students who will see the most benefit in terms of (supposed) stress reduction are those who have the means to do this type of assessment well.
Sounds great, can I be added please.
For anyone in #edchatie who enjoyed Jennifer Buckingham's report into literacy instruction in Ireland and UK, her interview here with Ollie Lovell in the ERRR is also well worth a listen. Loads of really interesting (and complimentary) insights.
open.spotify.com/episode/4jjv...
I like how writing helps me to clarify my thoughts on what I'm writing about, but I'm not sure about this one. So any feedback or critique would be welcome! A short-ish post on accepting failure in our teaching practice. #EduSky #edchatie
linguisticket.wordpress.com/2024/08/20/b...
I like how writing helps me to clarify my thoughts on what I'm writing about, but I'm not sure about this one. So any feedback or critique would be welcome! A short-ish post on accepting failure in our teaching practice. #EduSky #edchatie
linguisticket.wordpress.com/2024/08/20/b...
I think so. I wonder to what extent 'speaking truth to power' gets interpreted only as 'relaying disagreement'. I think the person who speaks their truth can give their truth more credence (and make their disagreement less confrontational) if they also share when they agree with the person in power.